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EYFS Framework / Curriculum

The Early Years Foundation Stage Curriculum




At all key stages and for pupils of all needs and abilities, the intent is to provide a motivating and engaging context in which pupils can achieve and make progress based on their assessed levels and next steps in a personalised way.

The following form the foundation of all delivery:
- communication and understanding
- personal and social development
- independence including life-skills
- engagement and enjoyment

For all pupils, the curriculum is geared to achieve the ultimate aim that as adults they have developed and achieved the skills that will enable them to have the greatest level of independence and most enjoyable and fulfilling lives.


For all pupils, successful transition is a priority within, into and out of the setting. 




Pupils in EYFS access a curriculum that meets the entitlements within the Early Years Foundation Stage requirements. The curriculum has been planned and sequenced so that new knowledge and skills can be built on what has been taught before and each child's assessed abilities.


Children's learning is largely play-based using high quality, age appropriate resources. Children are supported to join in both child-initiated and adult led activities.


Our practice is largely informed by the Early Years Foundation Stage (EYFS) Framework which is adapted to meet the needs of each individual child.  Further information about the EYFS Framework is available on the Foundation Years website.


There are 7 areas of learning and development  identified in the EYFS framework:


Personal, social and emotional development (PSED)

PSED helps children to develop a positive sense of themselves and others. We aim to support children to be confident and as independent as possible. Activities support children to develop their social skills, a respect for others and the curiosity to want to explore and learn.



Communication and language  (CL)

CL supports children to develop their understanding and expressive language. A language rich environment is provided and differentiated to meet each child's individual needs. Developing communication skills linked to speaking and listening is a key part of the work we do within the department.



Physical development (PD)

PD helps children to learn by being active. This helps children to gain confidence, develop their coordination and movement. Children are supported to make healthy choices about the food they eat both at snack time (nursery and reception children) and at lunchtime (reception children).




We provide many activities to support the development of reading and writing skills. We have a wide range of books and other reading materials within the department which children can access independently and with others. The development of writing skills is supported not only via traditional writing activities but creatively through, for example the use of computers and messy activities.



Mathematics (MD)

Children are provided with a wide range of activities to help them to develop an understanding of number, using number and shape, space and measures.



Understanding of the World ( UoW)

UoW provides children with the opportunity to develop the knowledge, skills and understanding that help them to make sense of the world. To help children to do this we enable them to use a range of tools and technology safely. We provide opportunities for them to encounter creatures, people, plants and objects in their natural environments and in real life situations. Children are supported to participate in practical 'experiments' and to explore a wide range of materials.



Expressive Arts and Design (EAD)

EAD enables children to explore and play with a wide range of media and materials. Children are also provided with opportunities and support to share their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance imaginative and role play activities, design and technology.


The Bridge School provides high quality teaching. Teachers carefully assess each pupils abilities. Teachers work with parents/carers and any linked professionals to target the next key steps in priority areas that include communication/understanding, personal and social development and key skills. These are agreed through 12 month outcomes set as part of the EHCP process and are reviewed every 6 months with parents/carers. Teachers also plan the next individual pupil steps in all curriculum areas. Teaching is informed by the planned and sequenced knowledge and skills in all areas.


Alongside this, teachers identify the strategies that each pupil needs to access the curriculum to achieve and make progress. This is individual to each pupil. Strategies include: Intensive Interaction, structured visual support, PECS, work/reward/ multi-sensory delivery, repetition etc. Teachers use a range of strategies to support pupils to learn and retain information. In partnership with parent/carers elements of a NHS health linked professional therapy programme may be implemented or integrated into the school day balanced with the educational access to the wider curriculum.

If you wish to have more information about the curriculum please contact NIcola Davis (Head of Early Years) or Liz Masi (Senior Teacher Early Years). 



The aspiration for all pupils who attend the Bridge School is they achieve their potential in all aspects of their development. All pupils who attend the Bridge School, have severe/ profound learning difficulties. Many pupils have additional needs such as autism, physical disabilities, sensory impairments, complex medical needs etc. We work in a determined way to ensure that all pupils can achieve the most they can.


The outcome of the curriculum is highly individual. All achievement and progress is celebrated. Progress for our pupils can be demonstrated by:

  • Pupils making progress towards/achieving their intended outcomes set with parents/carers for 12 months within the EHCP annual meetings. These outcomes are informed by any relevant professionals working with the pupils.
  • Pupils making progress towards outcomes when reviewed in 6 month review meetings with parents/carers.
  • Pupils making progress/achieving in the curriculum planned by teachers. Progress and  achievement in all subjects are within reports to parents in either EHCP (annual review) report or annual Curriculum report.
  • Achieving external accreditation for secondary aged pupils e.g. OCR accreditation.
  • Using existing skills in a wider range of contexts.
  • Supported transition within, in and out of the setting.